| Title: |
The Pandemic Learning Project: What States Can Learn from COVID-Era Emergency Teacher Licensure. #3 in the Series |
| Language: |
English |
| Authors: |
Paul Beach; Melissa Steel King; Andrew J. Rotherham; Bellwether; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: |
Bellwether. 2025. |
| Availability: |
Bellwether. 650 Massachusetts Avenue, NW Suite 600, Washington, D.C. 20001. Tel: 877-636-0909; Web site: https://bellwether.org/ |
| Peer Reviewed: |
N |
| Page Count: |
29 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Carnegie Corporation of New York; Joyce Foundation; Walton Family Foundation |
| Intended Audience: |
Policymakers; Administrators |
| Document Type: |
Information Analyses |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
COVID-19; Pandemics; Alternative Teacher Certification; Elementary Secondary Education; School Closing; Testing; Student Teaching; State Policy; Barriers; Teacher Persistence; Teacher Shortage; Teacher Qualifications; Teacher Placement; Diversity (Faculty); Data Collection; Research Needs |
| Geographic Terms: |
Massachusetts; Michigan; New Jersey; Texas |
| Abstract: |
The COVID-19 pandemic prompted an unprecedented, short-term shift in state K-12 teacher licensure policies. When testing centers and K-12 schools closed during the pandemic, most states waived teacher licensure requirements on a temporary basis. As more states consider changes to teacher licensure policy, the need for clear, actionable evidence has never been greater. This report is the third in a series that aims to synthesize the best available evidence and translate it into actionable guidance and recommendations for state and district leaders. This report examines the research on licensure testing requirements waivers during the pandemic and certain student teaching and training requirements waivers, with particular emphasis on licensure testing, as it is an active state policy issue and remains one of the most well-documented, persistent barriers to becoming a teacher. This report also draws on the best available data on pandemic-era emergency licensure to help policymakers understand what to expect from emergency licensure and altering licensure test requirements, the trade-offs they may encounter, and potential unintended consequences. |
| Abstractor: |
ERIC |
| Entry Date: |
2026 |
| Accession Number: |
ED677980 |
| Database: |
ERIC |